Research On Senior Function Teaching Based Cohesion Of Junior And Senior School

Each teaching stage of research has been an important topic in education reform, high school in the curriculum standard, perspective and aspects of learning and teaching is a big difference. The higher initial stage has many problems in actual teaching, how to do a good job in primary and high cohesion, is the middle school mathematics teachers must solve the problem.This article selects the function part in high school teaching cohesion as the main research object, mainly studies the background of new curriculum high school teaching cohesion function bad reason, based on the function of teaching design process and the influencing factors of the teaching process, teaching process, teaching strategy and the specific about the function of the concept, properties and applications of three teaching design.Do a good job in primary and high function teaching cohesion, can let students learn is consistent, logical, coherent function, from different sides, different angles to understand function, preliminary learn mathematics methodology; Provide the function of teaching demonstration and leading, provide research basis and Suggestions for textbook compilation, and innovation of the mathematics teacher education content and method.The research method of this paper is literature review, comparative research, case analysis, action research method, questionnaire investigation and interview.The conclusion of this paper is, first, the background of the new curriculum in high school function teaching at the beginning of good convergence are the main reasons:first, the curriculum. At the beginning of the high school curriculum standards are different, the function requirements are not the same.To pep as an example, cohesion of junior and senior middle school mathematics content has some problems between, some textbooks lack coherence.Secondly, the exam oriented reasons.From the evaluation, whether it is usually small or middle school test value in the college entrance examination scores said, this part of the function accounted for a larger proportion.Then, the reasons of students’ study.The function for the majority of students speaking is not good.Function high school learning has characteristics of the following aspects:the abstract function, for most of the college students to understand the abstract; function is polyhedral objects, from the nature of each side of the multi function; function.Finally, the reason of teachers’teaching, is the most important reason.Many teachers do not pay attention to the function of echo what the books say, connection of secondary school. In particular, some teachers just taught three down to teach high teacher, long time under the influence of examination oriented education, in order to cope with the college entrance examination, generally with single teaching mode, teachers say, students listen.And class compact, and often by the college entrance examination not consciousness raise the teaching difficulty, comprehension ability, the ability to accept the students ignored, neglected knowledge of occurrence, development process, ignore students’ learning interests and learning habits.Some teachers themselves to the nature of function understanding is not deep.Although high school teachers of junior and senior high school cohesion consciousness gradually strengthened, cohesion also has certain theoretical basis, but the specific how should do, but do not have their own opinions. Second, the teaching design process based on function link:includes five aspects:teaching content organization, the students understand the design strategy, teaching objectives, evaluation and the key link.Then from three examples of three aspects of the concept of function, properties and application, analyzes the teaching design process.In third, for the factors affecting the teaching process mainly include:situation,organization,Pr-actice and summary.Fourth, the teaching process.The four stages of teaching process of this thesis is summarized as:creating situation, teaching new lessons, examples, practice summary.Fifth, teaching strategy According to the four links of the teaching process of the corresponding teaching strategies:link for creating teaching situation, the main teaching strategy:the advance organizer, overview and review.For teaching the new lesson link, the main teaching strategies are:adjusting the teaching capacity and promote the students’ information processing.For examples of practice, the main teaching strategy: typical examples and the variant.The summary link, the main teaching strategy are:the integration of knowledge, form structure, learning methods.Sixth, teaching three design transition specific about the concept of function, properties and application based on.That is, the concept of zero function, monotonicity of function and the roots of the equation and function of teaching design.The analysis and evaluation of performance, and from the evaluation of classroom after class exam and class teacher on the effect of the teaching practice of three teaching design.